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INC3701 Assignment 3 (COMPLETE ANSWERS) 2024 (688457)- DUE 25 June 2024 Course Inclusive Education - INC3701 (INC3701) Institution University Of South Africa (Unisa) Book Inclusive EducationR47,54
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INC3701 Assignment 3 (COMPLETE ANSWERS) 2024 (688457)- DUE 25 June 2024 Course Inclusive Education - INC3701 (INC3701) Institution University Of South Africa (Unisa) Book Inclusive Education
Question 1 1.1 Explain to a novice educator on, what does a one size fits all approach mean in teaching. [5] 1.2 Why have some researchers questioned the effectiveness of a one-size-fits-all approach for image descriptions, particularly for people who are blind or visually impaired (BLV)? Provide s...
INC3701 Assignment
3 (COMPLETE
ANSWERS) 2024
(688457)- DUE 25 June
2024 ; 100% TRUSTED
workings,
explanations and
solutions.
ADMIN
[COMPANY NAME]
,Question 1 1.1 Explain to a novice educator on, what does a one
size fits all approach mean in teaching. [5] 1.2 Why have some
researchers questioned the effectiveness of a one-size-fits-all
approach for image descriptions, particularly for people who are
blind or visually impaired (BLV)? Provide specific reasons
mentioned in the passage to support your answer. [5]
INC3701/103/2024 7 1.3 Explain why adopting a one-size-fits-
all approach to teaching is criticised and how it may result in
inequality of access, participation, and outcomes for learners. [4]
1.4 Discuss the limitations of current automated techniques for
generating image descriptions, as highlighted in the article.
Provide evidence from the passage to support your answer. [4]
1.5 Explain the two broad categories of technologies mentioned
in the passage, which are used to deliver image descriptions.
Provide examples for each category. [6] 1.6 What is the aim of
investigating the influence of context on image descriptions for
people who are BLV, as mentioned in the passage? Provide
examples of context-aware solutions highlighted in the passage
and explain how context is utilised to enhance the usefulness of
image description. [6] Sub-Total [30]
1.1 What does a one-size-fits-all approach mean in teaching?
[5]
, A one-size-fits-all approach in teaching refers to a standardized
method of instruction that is designed to be applied universally
to all students, regardless of their individual differences, needs,
and learning styles. This method operates on the assumption that
a single pedagogical strategy or curriculum can effectively teach
all students in the same manner. Here are ten points to explain
this concept to a novice educator:
1. Uniformity in Instruction: A one-size-fits-all approach
involves delivering the same lessons, activities, and
assessments to every student without modifications or
accommodations.
2. Assumption of Homogeneity: This approach assumes that
all students learn in the same way and at the same pace,
ignoring the diversity in students’ abilities and interests.
3. Lack of Personalization: It does not take into account
individual learning styles, preferences, or the varied
cultural and socio-economic backgrounds of students.
4. Fixed Curriculum: The curriculum is standardized and
rigid, offering little flexibility for teachers to adapt content
based on students' needs.
5. Assessment Methods: Evaluations are standardized, often
relying on uniform tests and metrics to measure student
performance.
6. Efficiency Over Individual Needs: It is designed for
efficiency in delivering content rather than catering to the
unique needs of each student.
7. Limited Engagement: This approach can result in
decreased student engagement, as lessons may not be
relevant or interesting to all students.
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